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1 MB|23 pages

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Product Description

Understanding equations and inequalities is often very challenging for elementary aged students. I created these materials to provide lots of practice! Students will be reviewing skills and practicing math facts as they complete the activities. These materials would work well for guided practice, centers, or intervention groups.

Contents:

20 strips with two math expressions on each

20 symbol cards (>, <, and =)

Student directions

Recording sheet

5 follow up sheets that could be used for homework, practice, or formative assessment

Answer keys

Preparation:

Copy the strips. They could be cut out or left as is. Laminate for durability. Another option is to just slip the sheets into clear page protectors.

Cut the symbol cards out and laminate.

Copy the student directions and recording sheet.

Provide scrap paper and/or dry erase materials so that students can compute answers.

Tip:

The strips and/or the pages could be projected onto a Smart Board so that you could use them for whole class or small group lessons. Students could use dry erase boards to solve each math expression. This would be a good way to guide students through the activities before placing the materials in a center.

Students may need a bit of help organizing themselves when they first begin this center. I ask students to do 5 strips using the hands-on materials, then fill in those five answers on the recording sheet. Then, students do another 5 strips and fill in the recording sheet. If time is limited, students could do 10 strips in one session and the other 10 in a second session.

Common Core State Standards Addressed:

CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.Math.Content.3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8

CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

If you like this product, you might also want to see:

Make Them True: Math Equations and Inequalities Using Addition, Subtraction, & Multiplication

Contents:

20 strips with two math expressions on each

20 symbol cards (>, <, and =)

Student directions

Recording sheet

5 follow up sheets that could be used for homework, practice, or formative assessment

Answer keys

Preparation:

Copy the strips. They could be cut out or left as is. Laminate for durability. Another option is to just slip the sheets into clear page protectors.

Cut the symbol cards out and laminate.

Copy the student directions and recording sheet.

Provide scrap paper and/or dry erase materials so that students can compute answers.

Tip:

The strips and/or the pages could be projected onto a Smart Board so that you could use them for whole class or small group lessons. Students could use dry erase boards to solve each math expression. This would be a good way to guide students through the activities before placing the materials in a center.

Students may need a bit of help organizing themselves when they first begin this center. I ask students to do 5 strips using the hands-on materials, then fill in those five answers on the recording sheet. Then, students do another 5 strips and fill in the recording sheet. If time is limited, students could do 10 strips in one session and the other 10 in a second session.

Common Core State Standards Addressed:

CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.Math.Content.3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8

CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

If you like this product, you might also want to see:

Make Them True: Math Equations and Inequalities Using Addition, Subtraction, & Multiplication

Total Pages

23 pages

Answer Key

N/A

Teaching Duration

N/A